Category: Sunday School Manual

This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 37 topic: THE BROKEN WINDOW THEORY

Date: 17 May 2026

Read:

• RCCG Sunday School Students Manual Lesson 37
• Open Heaven 17 May 2026 Devotional

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RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 37 (17 MAY 2026)

TOPIC: THE BROKEN WINDOW THEORY

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

OPENING PRAYER:

Dear Lord, help me to deal with procrastination in Jesus’ name.

PREVIOUS KNOWLEDGE:

The teacher should allow the assistant teacher to review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: 1 Corinthians 5:6-8

6 Your glorying is not good. Know ye not that a little leaven leaveneth the whole lump?
7 Purge out therefore the old leaven, that ye may be a new lump, as ye are unleavened. For even Christ our passover is sacrificed for us:
8 Therefore let us keep the feast, not with old leaven, neither with the leaven of malice and wickedness; but with the unleavened bread of sincerity and truth.

MEMORY VERSE:

“Be not overcome of evil, but overcome evil with good.” Romans 12:21.

LESSON INTRODUCTION

The Broken Window Theory posits that small, unchecked problems can lead to large and weighty issues. It suggests that “when an environment is in disarray, it only gets worse if not attended to because disorder invites more disorder.” The faster you fix a broken window, the less likely another one will turn up broken.

As Christians, we can apply this theory to our lives by addressing small and seemingly insignificant issues and weaknesses in our lives, relationships, careers, families, etc. before they escalate. Today, we will explore how to apply this theory to the family.

TEACHER’S DIARY

LESSON AIM:

To teach the theory of ‘broken window’.

TEACHING OBJECTIVES:

Through this study, students are expected to:

• Define broken window theory.
• Understand how the theory applies to parenting.
• Explain how the theory applies to marriage.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

1. Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; do class activities and the assignment.
2. Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
3. Teach the lesson outline, summarise, con-clude, evaluate the lesson and give an assignment.

TEXT REVIEW: 1 Corinthians 5:6-8.

This passage cautions believers to deal with anything that can contaminate us by addressing it immediately with sincerity and truth putting away malice and wickedness so that the past will not mix with the present or what is ahead.

TEACHING METHOD:

The Lecture Method

TIME MANAGEMENT:

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: APPLICATION TO PARENTING

A. Parents are to be intentional in raising sound children in a seemingly unchecked society. Watch out for the following and treat as soon as discovered:

1. Sibling rivalries: Teach your children to love one an other and avoid unhealthy competition (Romans 12:9-10; Ephesians 4:32).

2. Avoid the blame game: Teach your children to always take responsibility for their actions rather than trade blame (Proverbs 28:13; Isaiah 5:20).

3. Refusal to apologise correctly: Teach your children to apologise correctly, this goes a long way to keep friendship (Proverbs 25:11).

4. Preferring a child over others: Show equal love to all your children, and do not run a divided home like Isaac and Rebecca (Genesis 25:28)

B. You may consider adopting some of these rules in raising your children:

1. Instruct them to do the dishes before going to bed.
2. Clean up spills immediately.
3. Make their bed upon rising.
4. Keep the bathroom clean (Deuteronomy 23:13-14).
5. Never leave piles of dirt on the floor.
6. Dress decently.
7. Keep their person clean, remember “cleanliness is next to godliness.”
8. Go to bed at a reasonable hour.
9. Arrive early for appointments.
10. Pray with your children daily and eat at least one meal together each day.

CLASS ACTIVITY 1:

How can 21st-century parents apply this theory effectively when work and career often keep them away from the home and their children?

LESSON OUTLINE 2: APPLICATION TO MARRIAGE

A. In marriage, small, unchecked issues can lead to bigger problems if not addressed (Song of Solomon 2:15).

i. Neglecting small cracks in our relationship can lead to a broken marriage.

ii. We need to relate with each other in understanding especially in the area of communication, intimacy and finance (1 Peter 3:1, 7).

B. It is important to build a strong marital relationship as we consider the following:

1. Address conflicts promptly and completely (Ephesians 4:26-27). Small conflicts can lead to greater division.

2. Practice Love and Respect (Ephesians 5:33; 1 Corinthians 13:4-7).

3. Communicate effectively (Proverbs 15:1).

4. Embrace intimacy and spend quality time together (Genesis 26:8; Song of Solomon 2:10).

5. Maintain financial transparency and prudence (Proverbs 21:5; Luke 14:28).

6. Avoid unnecessary suspicion: Stop thinking or expecting your spouse to do terrible things, they portray a feeling of insecurity (1 John 4:18).

CLASS ACTIVITY 2:

How should a partner handle insecurity when the other partner is not transparent?

CONCLUSION: RCCG Sunday School Teachers Manual 17 May 2026

Do not leave issues unattended to; small actions today can prevent bigger problems tomorrow.

EVALUATION:

Students should mention ways this theory applies to marriage and parenting.

CLOSING PRAYER:

Dear Father, help me address issues promptly before they escalate in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 37

List five (5) points on applying this theory to marriage (2×5=10 Marks).

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RCCG Sunday School Student manual for the adult class.

Today’s Lesson 37 topic: THE BROKEN WINDOW THEORY

Date: 17 May 2026

Read:

• RCCG Sunday School Teachers Manual Lesson 37
• Open Heaven 17 May 2026 Devotional

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Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 37 (17 MAY 2026)

TOPIC: THE BROKEN WINDOW THEORY

BIBLE PASSAGE: 1 Corinthians 5:6-8

6 Your glorying is not good. Know ye not that a little leaven leaveneth the whole lump?
7 Purge out therefore the old leaven, that ye may be a new lump, as ye are unleavened. For even Christ our passover is sacrificed for us:
8 Therefore let us keep the feast, not with old leaven, neither with the leaven of malice and wickedness; but with the unleavened bread of sincerity and truth.

MEMORY VERSE:

“Be not overcome of evil, but overcome evil with good.” Romans 12:21.

LESSON INTRODUCTION

The Broken Window Theory posits that small, unchecked problems can lead to large and weighty issues. It suggests that “when an environment is in disarray, it only gets worse if not attended to because disorder invites more disorder.” The faster you fix a broken window, the less likely another one will turn up broken.

As Christians, we can apply this theory to our lives by addressing small and seemingly insignificant issues and weaknesses in our lives, relationships, careers, families, etc. before they escalate. Today, we will explore how to apply this theory to the family.

LESSON OUTLINE 1: APPLICATION TO PARENTING

A. Parents are to be intentional in raising sound children in a seemingly unchecked society. Watch out for the following and treat as soon as discovered:

1. Sibling rivalries: Teach your children to love one an other and avoid unhealthy competition (Romans 12:9-10; Ephesians 4:32).

2. Avoid the blame game: Teach your children to always take responsibility for their actions rather than trade blame (Proverbs 28:13; Isaiah 5:20).

3. Refusal to apologise correctly: Teach your children to apologise correctly, this goes a long way to keep friendship (Proverbs 25:11).

4. Preferring a child over others: Show equal love to all your children, and do not run a divided home like Isaac and Rebecca (Genesis 25:28)

B. You may consider adopting some of these rules in raising your children:

1. Instruct them to do the dishes before going to bed.
2. Clean up spills immediately.
3. Make their bed upon rising.
4. Keep the bathroom clean (Deuteronomy 23:13-14).
5. Never leave piles of dirt on the floor.
6. Dress decently.
7. Keep their person clean, remember “cleanliness is next to godliness.”
8. Go to bed at a reasonable hour.
9. Arrive early for appointments.
10. Pray with your children daily and eat at least one meal together each day.

CLASS ACTIVITY 1:

How can 21st-century parents apply this theory effectively when work and career often keep them away from the home and their children?

LESSON OUTLINE 2: APPLICATION TO MARRIAGE

A. In marriage, small, unchecked issues can lead to bigger problems if not addressed (Song of Solomon 2:15).

i. Neglecting small cracks in our relationship can lead to a broken marriage.

ii. We need to relate with each other in understanding especially in the area of communication, intimacy and finance (1 Peter 3:1, 7).

B. It is important to build a strong marital relationship as we consider the following:

1. Address conflicts promptly and completely (Ephesians 4:26-27). Small conflicts can lead to greater division.

2. Practice Love and Respect (Ephesians 5:33; 1 Corinthians 13:4-7).

3. Communicate effectively (Proverbs 15:1).

4. Embrace intimacy and spend quality time together (Genesis 26:8; Song of Solomon 2:10).

5. Maintain financial transparency and prudence (Proverbs 21:5; Luke 14:28).

6. Avoid unnecessary suspicion: Stop thinking or expecting your spouse to do terrible things, they portray a feeling of insecurity (1 John 4:18).

CLASS ACTIVITY 2:

How should a partner handle insecurity when the other partner is not transparent?

CONCLUSION: RCCG Sunday School Students Manual 17 May 2026

Do not leave issues unattended to; small actions today can prevent bigger problems tomorrow.

ASSIGNMENT: RCCG Sunday School Student Manual Lesson 37

List five (5) points on applying this theory to marriage (2×5=10 Marks).

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DOWNLOAD RCCG Sunday School Student Manual Lesson 37 (17 May 2026) PDF

This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 36 topic: PARENTING STYLES (PART 2)

Date: 10 May 2026

Read:

• RCCG Sunday School Students Manual Lesson 36
• Open Heaven 10 May 2026 Devotional

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RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 36 (10 MAY 2026)

TOPIC: PARENTING STYLES (PART 2)

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

OPENING PRAYER:

Dear Father, open my eyes to understand the guidelines for godly parenting in Jesus name.

PREVIOUS KNOWLEDGE:

The teacher should allow the assistant teacher to review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: Esther 2:7, 10-11.

7 And he brought up Hadassah, that is, Esther, his uncle’s daughter: for she had neither father nor mother, and the maid was fair and beautiful; whom Mordecai, when her father and mother were dead, took for his own daughter.

10 Esther had not shewed her people nor her kindred: for Mordecai had charged her that she should not shew it.
11 And Mordecai walked every day before the court of the women’s house, to know how Esther did, and what should become of her.

MEMORY VERSE:

“He that spareth his rod hateth his son: but he that loveth him chasteneth him betimes.”
Proverbs 13:24.

LESSON INTRODUCTION

In our last lesson, we discussed the four major parenting styles namely the “permissive”, “uninvolved”, “authoritarian” and “authoritative.”

We shall proceed to consider the significant responsibility Christian parents have in raising their children in a way that honours God and promotes spiritual growth, emotional well-being and career success through the lens of the Scripture.

TEACHER’S DIARY

LESSON AIM:

To teach the biblical pointers to the best parenting style.

TEACHING OBJECTIVES:

Through this study, students should be able to:

• Explain what parenting style means.
• Identify scriptural guidelines and examples of effective parenting techniques.
• Learn how to effectively combine various parenting styles.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

1. Allow the students to recite the memory verse, read the Bible passage, contribute to the dis-cussion; do class activities and the assignment.
2. Allow the Assistant Teacher to see to the wellbeing of the class, and mark attendance and assignment.
3. Teach the lesson outlines, summarise, con-clude, evaluate the lesson and give an assignment.

TEXT REVIEW: Esther 2:7, 10-11.

From the scripture above, identify four things that Mordecai did as a parent to raise Esther as a well-cultured and pleasing child.

i….
ii…
iii…
iv….

TEACHING METHOD

The Discussion/Question and Answer Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: BIBLICAL POINTERS

A. Your parenting style simply refers to your approach to parenting. Every parent uses a method whether defined or not.

B. The following questions will help us find out if there are scriptural pointers as to the mind of God on Parent-Ing:

Question 1: Does the Bible have anything to say about different parenting styles?

Answer: Yes, it does. The Bible gives several examples of very effective parenting techniques, and some disastrous parenting methods (Genesis 18:19; 1 Samuel 2:27-30).

Question 2: Are there Scriptures that reveal how parenting can be more effective?

Answer: Yes! Scriptures provide guidance for parents to follow by emphasising:

i. Love, care and support (Ephesians 6:4; 1Timothy 5:8; Proverbs 31:15, 21).
ii. Discipline (Proverbs 23:13-14)
iii. Correction (Proverbs 19:18; 29:17).
iv. Spiritual instruction (Deuteronomy 6:7; Proverbs 22:6).

C. Knowing these pointers is not enough to make the necessary changes! Obeying them is crucial in becoming a godly and effective parent.

CLASS ACTIVITY 1:

Are there other pointers that can help in becoming a godly and effective parent?

LESSON OUTLINE 2: THE BEST PARENTING STYLE

What is the best parenting style? The Teacher should ask the class to discuss.

The Teacher should use the points below to guide the discussion.

A. Parenting does not follow a “one size fits all” model.

i. You do not have to stick to a single approach, as there will be times when a mix of methods is necessary.

ii. The most effective parents recognise when to adjust their style based on the circumstances.

iii. For instance, an authoritarian parent might choose to be more permissive when a child is unwell, offering extra warmth and easing some restrictions e.g., “Of course, you can have ice cream for lunch and dinner”.

iv. A permissive parent might adopt a stricter approach when a child’s safety is at risk, such as while crossing a busy street e.g., ” am holding your hand whether you want it or not.”

CLASS ACTIVITY 2:

How do you handle a situation that has rendered all methods/styles ineffective?

CONCLUSION: RCCG Sunday School Teachers Manual 10 May 2026

Use the parenting style that best suits your family’s needs with the guidance of the Holy Spirit.

EVALUATION:

Students should mention the biblical pointers about parenting.

CLOSING PRAYER:

Father, help me to adopt the right parenting style to any given situation in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 36

What is the best parenting style? (No Marks).

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This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 35 topic: PARENTING STYLES (PART 1)

Date: 3 May 2026

Read:

• RCCG Sunday School Students Manual Lesson 35
• Open Heaven 3 May 2026 Devotional

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RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 35 (3 MAY 2026)

TOPIC: PARENTING STYLES (PART 1)

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

OPENING PRAYER:

Dear Lord, help me to know how to parent correctly.

PREVIOUS KNOWLEDGE:

The teacher should allow the assistant teacher to review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: 1 Samuel 2:22-25, 29

22 Now Eli was very old, and heard all that his sons did unto all Israel; and how they lay with the women that assembled at the door of the tabernacle of the congregation.
23 And he said unto them, Why do ye such things? for I hear of your evil dealings by all this people.
24 Nay, my sons; for it is no good report that I hear: ye make the Lord’s people to transgress.
25 If one man sin against another, the judge shall judge him: but if a man sin against the Lord, who shall intreat for him? Notwithstanding they hearkened not unto the voice of their father, because the Lord would slay them.
29 Wherefore kick ye at my sacrifice and at mine offering, which I have commanded in my habitation; and honourest thy sons above me, to make yourselves fat with the chiefest of all the offerings of Israel my people?

MEMORY VERSE:

“And the younger of them said to his father, Father, give me the portion of goods that falleth to me. And he divided unto them his living.” Luke 15:12.

LESSON INTRODUCTION

A parent is a person who is responsible for the care, upbringing and well-being of a child.

He/she can be biological, legal or custodian. Some parents are firm, while others are indulgent. Some are attentive, while others are absent-minded.

As a Christian parent, raising your children to please God and thrive in life is a big responsibility.

Understanding various parenting styles through the degrees of “responsiveness” (the extent to which parents are warm and sensitive to their children) and “demandingness” (the extent of control parents put on their children) is crucial.

TEACHER’S DIARY

LESSON AIM:

To teach different parenting styles.

TEACHING OBJECTIVES:

Through this study, students are expected to:

• Define Parent.
• Explain some of the characteristics of permissive and uninvolved parenting styles.
• Distinguish between authoritarian and authoritative parenting styles.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

1. Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; do class activities and the assignment.
2. Allow the Assistant Teacher to see to the wellbeing of the class, and mark attendance and assignment.
3. Teach the lesson outline, summarise, con-clude, evaluate the lesson and give an assignment.

TEXT REVIEW: 1 Samuel 2:22-25, 29.

This passage suggests Eli’s style of parenting and his manner of handling his children’s misbehaviours. Describe Ell’s method of parenting and the consequences of his style under three points.

i. …….
ii. ……
iii. ……

TEACHING METHOD

The Lecture Teaching Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: PERMISSIVE AND UNINVOLVED

A. Permissive Parents are high in “responsive-ness/love” but low in “demandingness/discipline.”

i. They communicate openly and usually let their children decide for themselves, rather than give direction (1 Samuel 2:22-24).

ii. Rules and expectations are either not set or rarely enforced (1 Samuel 3:13).

iii. They give in to their children’s demands to make them happy and avoid conflicts, even at their own expense (Luke 15:12).

Result: Delinquent behaviours and the inability to make the right decisions are traits common under permissive parenting. However, it has the potential to increase self-esteem and creativity in children.

B. Neglectful/Uninvolved Parents are low in “responsiveness/love” and low in “demandingness/discipline.”

i. They usually let their children tend for themselves, perhaps because they are indifferent to their needs.

ii. They ofter zero guidance, and correction (1 Kings 1:5-6)

iii. They find it difficult to form close relationships as a result of personal experience, stress, etc. (1 Samuel 16:10-11; 2 Samuel 14:28).

iv. They are also cold (but not always intentional) as they often struggle with their issues.

Result: Children from neglectful parents tend to be self-dependent while they exhibit truancy, emotional withdrawal, and the fear of becoming dependent on others (Proverbs 29:15).

CLASS ACTIVITY 1:

What is your parenting style? How effective has it been?

LESSON OUTLINE 2: AUTHORITARIAN AND AUTHORITATIVE

A. Authoritarian Parents are high in “demanding-ness/discipline” but low in “responsiveness/love.”

i. They enforce strict rules with little consideration of their children’s socio-emotional needs.

ii. In an attempt to be in control, authoritarian parents often talk to their children without expecting feedback.

iii. This rigid parenting style uses harsh discipline, justified as “tough love” (1 Samuel 20:30).

Results: Low self-esteem, depression, aggression, and poor social skills are common traits in these children although they may show signs of discipline and respect for authority.

B. Authoritative Parents are high in “responsive-ness/love” and high in “demandingness/discipline.”

i. They set clear rules and expectations for their children while they practice flexibility and understanding.

ii. They communicate frequently; they listen to and take into consideration their children’s thoughts, feelings and opinions (Genesis 22:7-8).

iii. They allow natural consequences to occur, especial ly for wrong-doings but use those opportunities to help their children reflect and learn.

iv. Authoritative parents nurture, support and are in tune with their children’s needs (Ephesians 6:4).

V. They guide them through open and honest discussions to teach values and reasoning (Proverbs 22:6).

Results:

i. Children who have authoritative parents tend to be self-disciplined, socially competent and can think for themselves (e.g. Mordecai and Esther, Naomi and Ruth).

ii. Their chances of displaying negative traits common in children trained by authoritarian, permissive or uninvolved parents are usually very low.

CLASS ACTIVITY 2:

This authoritative parenting style seems to be the best and should be adopted at all times. Do you agree?

CONCLUSION: RCCG Sunday School Teachers Manual 3 May 2026

Understand that your parenting style will greatly affect your children’s lives.

EVALUATION:

Teachers should ask the students to state three strengths of authoritative parents.

CLOSING PRAYER:

Almighty Father, guide me to parent my children under Your guidance and leadership in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 35

Mention five (5) possible defects in children of “authoritarian parents” (2×5=10 Marks).

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Today’s Lesson 34 topic: THE MARRIAGE BED.

Date: 26 April 2026

Read:

• RCCG Sunday School Students Manual Lesson 34
• Open Heaven 26 April 2026 Devotional

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Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 34 (26 APRIL 2026)

TOPIC: THE MARRIAGE BED

OPENING PRAYER:

Dear Lord, help me to keep my marriage bed holy in Jesus’ name.

PREVIOUS KNOWLEDGE:

The teacher should allow the assistant teacher to review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: Genesis 49:1-4

1 And Jacob called unto his sons, and said, Gather yourselves together, that I may tell you that which shall befall you in the last days.
2 Gather yourselves together, and hear, ye sons of Jacob; and hearken unto Israel your father.
3 Reuben, thou art my firstborn, my might, and the beginning of my strength, the excellency of dignity, and the excellency of power:
4 Unstable as water, thou shalt not excel; because thou wentest up to thy father’s bed; then defiledst thou it: he went up to my couch.

MEMORY VERSE:

Marriage is honourable in all, and the bed undefiled: but whoremongers and adulterers God will judge.” Hebrews 13:4.

LESSON INTRODUCTION

Simply put, the “marriage bed” is a “divan” that married people share. It describes the sacredness of the sexual intimacy between husband and wife. Ideally, it is a place of genuine love, faithfulness, longing and mutual satisfaction between husband and wife (Song of Solomon 1:15-16).

Hebrews 13:4 declares that the marriage institution must be highly valued and the “marriage bed” (the couple’s sexual relationship) must be held in honour and not contaminated through sexual immorality because God will judge and punish the unchaste and adulterous. Faithfulness in marriage is important.

TEACHER’S DIARY

LESSON AIM:

To teach the sacredness of sexual intimacy in marriage.

TEACHING OBJECTIVES:

Through this study, students should be able to:

Define the term “marriage bed.”

Identify unholy alliances that defile the marriage union.

Learn ways to keep the sanctity of their “marriage bed.”

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

1. Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; do class activities and the assignment.
2. Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
3. Teach the lesson outline, summarise, con-clude, evaluate the lesson and give an assignment.

TEXT REVIEW: Genesis 49:1-4.

This passage highlights Jacob’s final words to his children predicting the future that awaits them.

A. Jacob praised Reuben for being the firstborn.

Identify four positive phrases he uses to describe Reuben in Verse 3. …..

Il…. iii. … iv….

B. Reuben was condemned by his father for defiling his concubine. Concerning Reuben, Jacob declared:

i. … V4a.

TEACHING METHOD:

The Discussion Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: UNHOLY ALLIANCE

The marriage bed will be defiled when the couple become unfaithful in their union (Hebrews 13:4).

A. This impurity may stem from:

i. Being involved in any form of adultery which Proverbs 6:32 depicts as a lack of understanding and destruction to the soul.

ii. Acts of fornication (1 Corinthians 10:8a). 

iii. Extramarital sex with another person apart from one’s legal spouse and involvement in any form of sexual immorality (Romans 1:27-28; Leviticus 18:6, 17, 20, 23).

B. Other sexual vices that corrupt the marriage relationship include:

i. Lustful thoughts and actions which defile the marriage bed (1 Peter 2:11; Matthew 5:28; Proverbs 6:25-29).

ii. Exposure to sexually illicit materials (Ephesians 5:5). 

iii. Roving eyes that are full of unhallowed sexual activities (2 Peter 2:14; Proverbs 6:25b).

iv. Swift feet which hasten to destruction (Proverbs 7:10-12).

v. Flirting (2 Timothy 3:13).

vi. Emotional cheating such as telephone sex/phone intimacy with the opposite sex (Romans 6:12-14).

vii. Suggestive sexual moves that attract temptations (Proverbs 7: 16-19).

CLASS ACTIVITY 1:

What other actions among married people would represent an unholy alliance in marriage?

LESSON OUTLINE 2: KEEP IT PURE

The Teacher should use the points below to guide the discussion.

A. God frowns at any form of infidelity in marriage (Hebrews 13:4b). Thus, the onus lies on married people to keep the sanctity of their marriage bed (1 Corinthians 7:2-5).

i. A couple should discuss any untoward sexual pressure from a third party and seek godly counsel if necessary (Proverbs 11:14).

ii. They must be sincere in pointing out any sexual dissatisfaction experienced in their sexual affairs and wisely work at making it better (Ecclesiastes 4:9-10). 

iii. Deliberately learn and grow your sexual intimacy together in the tear of God.

iv. Be a united force and uproot any stranger to your marriage bed (Proverbs 5:3-6).

v. Enjoy what you have and be content with your spouse (Proverbs 5:15).

B. Other ways include:

1. Fleeing from seductive influencers and lust (1 Thessalonians 4:3-5).

ii. Renewing your mind with God’s word (Psalm 119:11).

iii. Practising self-control (Proverbs 25:28).

iv. Always remember that the pleasure of sin is for a moment but the consequences are grave (Proverbs 20:17)

v. Evading the wrath of God and abstaining from sexual infidelity because God will not hold anyone guiltless (1 Corinthians 6:9; Proverbs 6:29).

vi. Avoiding toxic friends/relationships (Proverbs 1:10; 13:20).

CLASS ACTIVITY 2:

How do you handle an unavoidable persistent toxic person who is demanding sexual affair with you?

CONCLUSION: RCCG Sunday School Teachers Lesson 34

The sexual activities of married people must remain sacred as the partners remain faithful to each other irrespective of time or distance.

EVALUATION:

eachers should ask the students to identify four unholy alliances that can defile the marriage bed and mention three ways couples can keep the marriage bed pure.

CLOSING PRAYER:

Jesus, give me the wisdom and strength to keep my marriage bed pure.

ASSIGNMENT: RCCG Sunday School Teachers Manual 26 April 2026

Identify two (2) unholy alliances that can defile the marriage bed (No Marks).

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Today’s Lesson 33 topic: SUSTAINING THE CHASE.

Date: 19 April 2026

Read:

• RCCG Sunday School Students Manual Lesson 33
• Open Heaven 19 April 2026 Devotional

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RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 33 (19 APRIL 2026)

TOPIC: SUSTAINING THE CHASE

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

OPENING PRAYER:

Father, help me to keep the bliss in my marriage in Jesus’ name.

PREVIOUS KNOWLEDGE:

The teacher should allow the assistant teacher to review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: Song of Solomon 1:13-17

13 A bundle of myrrh is my well-beloved unto me; he shall lie all night betwixt my breasts.
14 My beloved is unto me as a cluster of camphire in the vineyards of Engedi.
15 Behold, thou art fair, my love; behold, thou art fair; thou hast doves’ eyes.
16 Behold, thou art fair, my beloved, yea, pleasant: also our bed is green.
17 The beams of our house are cedar, and our rafters of fir.

MEMORY VERSE:

“Let him kiss me with the kisses of his mouth: for thy love is better than wine.” Song of Solomon 1:2

LESSON INTRODUCTION

Just as a romantic chase begins when two people first “fall in love, ” a successful marriage requires “sustaining the chase” by maintaining the excitement, passion, and commitment they had in the early days of their relationship. 

It is easy to get caught up in the daily routine of life, but couples must prioritise their relationship and make intentional choices to keep the spark alive. 

This lesson will consider the things couples do to kill the chase and identify elements of a sparkling relationship.

TEACHER’S DIARY

LESSON AIM:

To teach the students how to sustain the chase in their marriage.

TEACHING OBJECTIVES:

Through this study, students are expected to:

•   Understand the things couples do to kill the chase in their marriage.
• Learn the elements of a sparkling relationship.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

1. Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; and do class activities and the assignment.
2. Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
3. Teach the lesson outline, summarise, conclude, evaluate the lesson and give an assignment.

TEXT REVIEW: Song of Solomon 1:13-17

Here, King Solomon expresses deep appreciation and commendation for his lover and compares her with the beautiful things around him. Identify three statements that reflect this great feeling from the passage.

i…
ii….
iii..

TEACHING METHOD:

The Discussion Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: WAYS COUPLES KILL THE CHASE

Husbands’ Role

1. Some men change drastically (after the wedding) from being the ‘lover boy’ to an uncaring, neglectful and insensitive dictator.
2. They prioritise making money over spending quality time with their spouse (Song of Solomon 5:6; 3:1).
3. They tactically and practically leave most household chores to the wife.
4. Some men even overlook their wife’s contributions to keeping the home (1 Timothy 5:8)
5. They stop being romantic, not using words of affirmation and the love language of their spouses.
6. They display ego by not being apologetic when they are wrong (1 Peter 3:7)

Wives Role

1. Some ladies look perfect when they are “courters,” but after the wedding, they tall into the mistake of attempting to change their husbands (Proverbs 14:1)
2. Constantly nagging or criticising (Proverbs 21:19; 27:15).
3. Drastically reducing physical intimacy (Song of Solomon 1:2).
4. Being ungrateful and not recognising their husband’s efforts (Proverbs 19:13b)
5. Looking unkempt and unattractive (Proverbs 5:19).
6. Being unsupportive and disrespectful to their husband (Proverbs 12:4)

CLASS ACTIVITY 1:

Are there hints during courtship from partners as to the likely changes they will manifest in the marriage?

LESSON OUTLINE 2: KEEP THE SPARK ALIVE

The teacher should guide the discussion with the points highlighted below:

Relationship is a two-way street; it requires give and take. heretore, partners must work together to sustain the glow. Here are some ways to keep the flame in your relationship:

1. Communicate: Communicate your feelings, needs, and thoughts to your partner in a mature way. Be an active listener and make sure you are understood (Proverbs 15:23; 25:11-12).
2. Initiate intimacy: Intimacy is essential for building trust and honesty. Hugging, kissing, regular sex, holding hands and sharing secrets no one else knows may also help (Song of Solomon 1:2; Proverbs 5:19).
3. Express gratitude: Expressing gratitude can make good times even better and help you through bad times (Hebrews 10:24).
4. “Alone time”: Maybe some “alone time” away from your partner for a short while (where necessary) may reduce the “see-finish syndrome” and rekindle the fire of love.
5. Be adventurous: Go beyond the events of the day, take tun-tilled trips, and build new experiences together like a new hobby e.g. cuisine, vacation, running, etc. (Genesis 26:8; Song of Solomon 2:14).
6. Impress each other: Remember the things you did at the beginning of your love journey that endeared your spouse to you e.g. wear a scent or colour of clothing your spouse likes seeing on you (Song of Solomon 4:10-11)
7. Put your Phone down: Stay present whenever you are together.
8. Make laughing together a top priority (Proverbs 17:22).
9. Plan surprise dates and ensure you do not skip them. Try to change location for the sake of variety.
10. Get committed: Set goals and work them out, overcome challenges together, build a shared vision and prioritise the relationship (Amos 3:3).

CLASS ACTIVITY 2:

How can you achieve the points listed above with an unavailable spouse?

CONCLUSION: RCCG Sunday School Teachers Manual 19 April 2026

Remember that change starts with you.

EVALUATION:

Students should mention two ways each couple kill the chase and state five things’ couples can do to keep the spark alive.

CLOSING PRAYER:

Father, I thank You because as I apply the lessons I have learned today, my marriage will experience the desired excitement, passion, and commitment in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 33

State five (5) things couples can do to keep the spark alive (2×5=10 Marks).

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